A study explored the degree to which preservice teachers perceived that the interactive approach to language arts instruction was valuable in promoting their learning. Subjects, 63 students in two sections of an undergraduate reading course, completed a five-item questionnaire focusing on specific aspects of the course. Quantitative data analysis indicated that students agreed that read alouds, strategy application, "drop everything and read" time, chapter entries, article sharing, and cooperative learning were valuable in promoting their learning, in providing information for practical classroom application, and were enjoyable. Qualitative analysis of free responses indicated an awareness of the learning process and a view of learning that could be placed on a continuum from solitary transmission to social construction. Findings suggest that by immersing students in interactive approaches, teacher educators can have an impact on preservice teachers' learning. (RS)